Structures of Inequity: Teaching Privilege and Oppression with a Tower-Building Activity

Abstract

Introduction Activities that illuminate the psychological underpinnings of privilege and oppression are an important part of social justice pedagogy. Statement of Problem There are numerous issues with current simulations of privilege and oppression that leave social justice educators limited in the choice of activity. Literature Review Published research shows the positive impact of the use of simulation activities and the complexity of privilege and oppression activities. Literature also critiques current published activities and approaches to teaching these difficult topics. Teaching Implications Using the provided structural oppression activity circumvents many of the current issues and incorporates suggestions from previous literature. Feedback from students indicates that the activity is impactful, instructive, and engaging. Conclusion Careful consideration should be made when selecting simulation activities for social justice courses and diversity trainings, but using hands-on, experiential educational activities may be one way to effectively teach difficult topics in a way that inspires individuals to be more intrinsically motivated to confront and reduce oppression in their own lives and communities.

Social Justice Pedagogy: Diversity, Equity, and Inclusion in the Teaching of Psychology

“…Fish's (2023) interview with a psychologist project strives to increase representation of marginalized psychologists thereby amplifying their voices and experiences. Pickering (2023) describes an instructive tower-building activity that exposes students to an active learning and high-impact experience with privilege and marginalization. The results of Hicks, Alvarez, and Domenech Rodríguez's (2023) study with students in a multicultural psychology course indicated that incorporating a component involving difficult dialogues was associated with higher social justice behavioral intentions and perceived behavioral control than the comparison group pre to post.…”